Abstract

Research has frequently demonstrated the positive impact of Web 2.0 tools on writing education in foreign-language classrooms. However there is limited research on the use of social media (e.g. Facebook) in teaching practices in general, and writing instruction in second-language teaching in particular. This paper presents an experiment to examine the effectiveness of social media on writing activities within the EFL classroom. We focused on Storify, which stands out amongst social media, as it collects content from existing multiple social networks, and creates the possibility to write your own memorable story by adding text. Furthermore, it is a community of practice with authentic learning material. A specific lesson (2 x 50min) was designed which benefited from the social media potential of Storify. The lesson was taught to 5 different classes (n=80), after which a survey was given to the students to detect their attitude towards this new teaching tool. The products of the students were analysed qualitatively to explore new possibilities in writing instruction. Finally, a focus group of teachers was organized. Results indicate that using social media in EFL writing instructions affects students’ learning process as it enhances student involvement. Students feel they can improve their writing performance, thus improving learning outcome. Additionally students believe Storify to be useful in EFL practices.

Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.